1. LEADERSHIP 1
My Personal Leadership Style
Brad McCain
Grand Canyon University: EAD-501
August 24, 2016

2. LEADERSHIP 2
My Personal Leadership Style
Developing DiscipleLeaders is a phrase I invented to describe the functional purpose of
Tacoma Baptist Schools, the school which I serve as Head of School. This phrase is the epitome
of servant leadership. “Servant leadership is not about a personal quest for power, prestige, or
material rewards. Instead, the servant as leader begins with a true motivation for nurturing others.
This leader lifts up others and actively engages in growth and development of those being served,
as well as their own” (McGee-Cooper, 2013, p.5).
Developing
I use the word developing because the process is never finished. The follower of Christ is
in the constant process of being developed or conformed to the image and likeness of Christ.
Likewise, the truly devout follower of Christ understands the mandate to engage in developing
others. Developing in both the active and passive sense, the Christian educator is also in process
of being educated. This reciprocity happens in the classroom, through staff meetings, and with
parent interactions with recognized mutuality at all times. “The primary goal of teaching is student
learning and development. Servant teachers are those who put this goal into action by focusing on
follower development, putting their followers first, providing opportunities for followers to grow
and succeed, and empowering students” (Noland, 2015, p.11). As a servant leader engages in the
process of developing and being developed, individual, interpersonal, organizational, and societal
values are enhanced. Additionally, this attitude of development directly corresponds to ISLLC
Standards 1 and 2. My leadership style has always been to invest and empower. I have learned
through this class that I need to be more hands-on in with certain staff until they get to a place
where they are ready for that type of independence. I am very hands-on with our students and
being personally interested in their academic success has paid off for them and for the school.

3. LEADERSHIP 3
According to the evaluation from Julie, my Elementary Principal, and Alyssa, my Academic Dean,
I need to strengthen this area as it relates to helping others grow and succeed. Though I scored
high on empowering others, my methodology needs some work.
DiscipleLeaders
A DiscipleLeader is one who is a follower of Christ who is leading others in how to follow
Christ. Again, there is an active and passive element to the idea that we are simultaneously
followers and leaders. Every role in the Christian school recognizes this and understands the
correct place within the structural hierarchy of the school. When this is fully lived out by all, the
custodian is just as important in the process as the Head of School. The only difference is assigned
responsibilities. This phrase defines who we are as a school. Making disciples is the active
command of the Great Commission. It is the active mandate for our school. If we graduate scholars
who win Nobel Prizes and earn millions and make a name for themselves, but do not love the Lord
with all their heart, soul, mind, and strength, we have failed. If we win every competition, but do
not make disciples our effort is in vain. As a Christian school, our goal is to make disciples, who
make disciples, who make disciples, ad infinitum. Grades are important. Accomplishments are
important. Making disciples is mandatory.
“Another expected result of servant leadership is that followers themselves may
become servant leaders. Greenleaf’s conceptualization of servant leadership
hypothesizes that when followers receive caring and empowerment from ethical
leaders they, in turn, will likely begin treating others in this way. Servant leadership
would produce a ripple effect in which servant leaders create more servant leaders”
(Northouse, 2013, .231)
This word has a tremendous impact on how I lead. Every discipline opportunity is a
discipleship opportunity as I walk with a student through the process of what was done and how
to learn and grow from it. Every student is also seen as a leader. I look for leadership qualities in
all of our students all the way down to Pre-K3 and try to pull those skills to the forefront. The

4. LEADERSHIP 4
personal investment in students gives them a level of trust for me and grants me deeper access and
influence into their lives. “Servant-leaders see all people as having the capacity to grow, take
initiative, both lead and support others, and come together around a shared vision” (McGee-
Cooper, 2013, p.7-8).
Conclusion
Developing DiscipleLeaders is the communication phrase from which all other functions
of our school derive. It is my leadership style. This is the centrality and pulse of our school. It is
permeating every element as we continue to emphasize what this means. I believe this emphasis
allows us to meet every ISLLC Standard. I also believe this has impact on individuals,
interpersonal relationships, the school, and as we begin to emphasize outreach to the community,
it will have impact there as well.

5. LEADERSHIP 5
References
Educational Leadership Policy Standards: ISLLC 2008. (2008). Retrieved August 17, 2016, from
http://www.ccsso.org/Documents/2008/Educational_Leadership_Policy_Standards_2008.
pdf
McGee-Cooper, A., & Trammel, D. (2013). The Essentials of Servant Leadership: Principals in
Practice. Retrieved August 22, 2016, from http://amca.com/amca/wp-
content/uploads/The-Essentials-of-Servant-Leadership-Final.pdf
Noland, A., & Richards, K. (2015). Servant Teaching: An exploration of teacher servant
leadership on student outcomes. JoSoTL Journal of the Scholarship of Teaching and
Learning, 15(6), 16. doi:10.14434/josotl.v15i6.13928
Northouse, P. G. (2013). Leadership: Theory and Practice. Thousand Oaks, CA: Sage.